Physical edcuation and sports for cwsn physical education-Class XI UNIT 3 PPT

Physical edcuation and sports for cwsn physical education-Class XI UNIT 3 PPT

1. Lesson -3 Physical Education and Sports for CWSN (Children with Special Needs –Divyang)

2. Aims and Objectives of Adaptive Physical Education CONCEPT OF ADAPTIVE PHYSICAL EDUCATION Adaptive physical education is a subdiscipline of physical education which is adapted or modified for the people who are differently abled, handicapped, mentally challenged, blind etc. The programmes of physical education involve specially designed programmes of physical fitness, motor fitness, aquatic skills, dance skills, individual and group games etc. Adaptive physical education programmes have different physical activities for disabled people for example wheel chair is used for leg handicapped people to participate in races and sound ball is used for blind to participate in throw ball game. Students show that children with physical disabilities who participate in health and wellness programs experience enhanced self-esteem and improved peer relationships, correlate to higher achievement and better health. Definition of Adaptive Physical Education : A diversified programme of developmental activities, games and sports suited to interest , capacities and imitations of students with disabilities.

3. AIMS AND OBJECTIVES OF ADAPTIVE PHYSICAL EDUCATION The aim of Adaptive Physical Education is to provide all students with special needs, Regardless of their disability, the opportunity to participate in physical education Safely and successfully, in the !east restrictive environment. It helps the students To achieve physical, mental, emotional and social growth. It also enhances their potential through a special programme especially planned suited for providing them Physical education as well as meeting their recreational needs. Adaptive Physical Education has following objectives: 1.Provide Physical Education Services : The primary objective of adapted physical education is to provide the children with physical education services that meet their unique needs. The safety of the child is the main priority. 2. Development of Self Esteem : Development of self-esteem is also one of the Objectives of Adaptive Physical Education programme. Once the development of enhanced esteem is achieved, the students are more eager to participate in more challenging activities which often results in improved motor development. 3. Development of Motor Skills : Another objective is the development of the student’s motor skills. It helps In developing the physical skills and abilities of the child that will enable them to become successful movers and active for rest of their lives.

4. 4.Develop Knowledge of Body Mechanics: One of the main objectives of adaptive physical education is to develop knowledge of body mechanics amongst the students. Making the students able to differentiate between good arid bad body mechanics is an essential component of adaptive physical education. 5.Active Participation in Sports : Adapted physical education programs strive to ensure that each student actively participates in physical education programs at his or her own level and that the student is integrated into the regular education program whenever possible. 6.Development of Physical Fitness: Adaptive physical education provides knowledge about modified exercises suitable for persons with disability and helps in developing physical fitness of these students. ORGANIZATION PROMOTING ADAPTIVE SPORTS1 (SPECIAL OLYMPIC BHARAT PARALYPICS DEAFLYMPICS) Special Olympics Bharat Special Olympics Bharat is a National Sports Federation also registered under the Indian Trust At 1882 in 2001 and is accredited by Special Olympics International to conduct Special Olympic programmes in India. It is recognised by the Government of India as a National Sports Federation in the Priority Category, for development of Sports for Persons with intellectual Disabilities, and is a designated Nodal Agency for

5. all disabilities on account of its national presence and experience, especially in rural areas winch account for nearly 75 per cent of the disabled population in India. At national level, they are trained to participate in 24 single and team games by the Sports Authority of India. History of Special Olympic Bharat: Special Olympics International was started by Eunice Kennedy Shriver, sister President of the United States of America, John F Kennedy. The idea was born out of Shriver's experience of witnessing the social exclusion of people with intellectual disabilities who were routinely placed in custodial institutions. She started Camp Shriver for children with disabilities at her home In Potomac, Maryland. in 1962. The camp became an annual event and promoted the concept of involvement in physical activity and competition opportunities for people with intellectual disabilities. The Kennedy foundation (of which Shriver was executive vice president) gave grants to universities. Recreation departments and community centers to hold similar camps. in 1968, the Camp evolved into the Special Olympics, offering people with intellectual disabilities across the world the chance to play, the chance to compete and the chance to grow. The Special Olympic program came to India in 1988 with the formation of Special Olympic in India Mumbai, Maharashtra. The movement had approx 10,000 Athletes enrolled with it t that time. Special Olympics Bharat was formed and registered in 2001 under the Indian Trust Act 1882 SO Bharat was recognized as a National Sports Federation on 19 January 2006

6. by the Ministry of Youth Affairs and Sports and was upgraded to the Priority Category On 8thApril 2006. - EKS Day: • Mrs. Shriver died on August 11, 2009. In honour of her life and impact EKS Day Is celebrated across all the National programmes of Special Olympics, in the month of September each year. • The theme of ‘Play Unified to live Unified’ is a call to action that stems from her teachings that on the playing field we forget our differences. • All Special Olympics Bharat state programmes pay tribute to Mrs. Shriver by way of hosting varied Unified Sport as well as non-Sport events In the month of September, each year. Aims of Special Olympics Bharat: Special Olympics Bharat believes that: 1.Focus on holistic development and training that goes beyond the classrooms into the playing fields, cultural and community centers, to motivate children with disabilities to join and remain in school. 2.Create role models who will inspire the children and also motivate parents into sending their children to school and to participate in sports and other extra-curricular activities. 3.Train teachers to sensitise them to the needs of special children, and create a cadre of physical education teachers from among the disabled who can work with schools and community centers.

7. Philosophy of Special Olympic Bharat: Special Olympics Bharat believes that: 1.People with intellectual disabilities can learn, enjoy, and benefit from participation in sports, with proper help and encouragement. 2. Consistent training helps develop their sports skills, and competition among those with equal abilities tests those skills, measures their progress and provides incentives for personal growth. 3.Sports strengthen and benefit people with Intellectual disability physically, mentally, socially and spiritually. They also help their families and the community at large, both through participation and observation. Oath of Special Olympic Bharat: The oath of Special Olympic Bharat Is “Let me Win. But If I cannot win, let me be brave in the attempt.” . Mission of Special Olympic Bharat: 1. To provide year-round sports training and athletic competition in a variety of Olympic- type sports for children and adults with intellectual disabilities, giving them continuing opportunities to develop physical fitness, demonstrate courage, experience joy and participate in a sharing of gifts, skills and friendship with their families, other Special Olympics athletes and the community. 2.Special Olympics Bharat works towards the social acceptance of people with intellectual disabilities, whereby they are respected and given equal chances to become productive citizens.

8. 3. Athletes are encouraged to move from the Special Olympics training and competition into school and community programmes where they can compete in regular sports activities. Achievements of Special Olympic Bharat: • Special Olympics Bharat has organized many competitions on National Level in various disciplines such as; National Badminton Championship, National Volleyball and Basketball Championship, National games, National Floor Hockey Championships and National Football and Table Tennis Championship. • 8.85 Special Olympics Bharat athletes have participated in five World Winter Games and eight World Summer Games between 1987 and 2017 winning a total of 1135 medals; out of which 359 were gold, 353 silver and 423 bronze medals. • Five National Games held between 2001 and 2011 in different parts of the country saw participation of 23,750 athletes. • First Regional Asia Pacific Games were held in 2012 which saw participation of 400 Special Olympics Bharat athletes who brought home 387 medals (111 gold, 136 silver and 140 bronze). PARALYMPIC MOVEMENT The word “Paralympic” derives from the Greek preposition “ para ’ (beside or alongside) and the word Olympic. lts meaning is that Paralympics are the parallel Games to the Olympics and illustrates how the two movements exist side-by-side.

9. The International Paralympic Committee (IPC) is the global governing body of the Paralympic Movement. Its purpose is to organize the summer and winter Paralympic Games and act as the inter-national Federation for ten sports, supervising and coordinating World Championships and other competitions. The vision of the IPC, run by 200 members, is ‘To enable Para athletes to achieve sporting excellence and Inspire and excite the world.’ The Paralympic Games : The Paralympic Games is a major International multi-sport event, involving athletes with a range of physical disabilities, including impaired muscle power, impaired passive range of movement, limb deficiency, leg length difference, short stature, hypertonia, ataxia, athetosis, vision impairment and intellectual impairment. Opening Ceremony : As mandated by the Paralympic Charter, various elements frame the opening ceremony of the Paralympic Games. Most of these rituals were established at the 1920 Summer Olympics in Antwerp. The ceremony typically starts with the hoisting of the host count flag and a performance of its national anthem. Unlike the Olympic Games, immediately after the national anthem the athletes parade into the stadium grouped by nation. Since the 188 Summer Paralympics, the nations enter the stadium alphabetically according to the hot country’s chosen language, though with the host country’s athletes being the last to enter. Since the 1988 Summer Paralympics, the host nation presents artistic displays of music, singing, dance, and theatre representative of its culture.

10. Speeches are given, formally opening the games. Finally, the Paralympic torch is brought into the stadium and passed on until it reaches the final torch carrier—often a Paralympic athlete from the host nation—who lights the Paralympic flame in the stadium’s cauldron. Closing Ceremony : The closing ceremony of the Paralympic Games takes place after all sporting events have concluded. Flag-bearers from each participating country enter, followed by the athletes who enter together, without any national distinction. The Paralympic flag is taken down. Since the 1988 Winter Paralympics, with some exceptions, the national flag of the country hosting the next Summer or Winter Paralympic Games is hoisted while the corresponding national anthem is played. The games are officially closed, and the Paralympic flame is extinguished. After these compulsory elements, the next host nation briefly Introduces Itself with artistic displays of dance and theater representative of its culture. The Paralympic Movement : In 1944, at the request of the British Government, Dr. Ludwig Guttmann opened a spinal injuries centre at the Stoke Mandeville Hospital in Great Britain. Dr. Guflman’s aim was to create an elite sports competition for people with disabilities that would be equivalent to the Olympic Games. In 1948, Sir Ludwig Guttmann organized a sports competition involving World War II veterans with a spinal cord-related injury in Stoke Mandeville, England.

11. These Games later became the Paralympic Games which first took place in Rome, Italy in 1960 featuring 400 athletes from 23 countries. Since then they have taken place every four years. In 1976 the first Winter Games in Paralympics history were held in Sweden, and as with the Summer Games, have taken place every four years. Since the Summer Games of Seoul, Korea in 1988 and the Winter Games in Albertville, France in 1992 the Games have also taken part in the same cities and venues as the Olympics due to an agreement between the IPC and IOC. In 1964, of the International Sport Organisation for the Disabled (1050) who offered opportunities for those athletes who could not affiliate to the International Stoke Mandeville Games: visually impaired, amputees, persons with cerebral palsy and paraplegics. At the start, 16 countries were affiliated to 1500 and the organisation pushed very hard to include blind and amputee athletes into the Toronto 1976 Paralympics and athletes with cerebral palsy in 1980 in Arnhem. Its aim was to embrace all impairments in the future and to act as a Co-coordinating Committee. Nevertheless, other disability-orientated international organisations such as the Cerebral Palsy International Sports and Recreation Association (CPISRA) and International Blind Sports Federation (IBSA) were founded in 1978 and 1980. The four international organisations experienced the need of coordinating the Games so they created the “International Co-coordinating Committee Sports for the Disabled in the World (ICC) in 1982.

12. The international Committee of Sport for the Deaf (CISS) and International Sports Federations for Persons with an Intellectual Disability (INAS-FID) joined in 1986 but the deaf Still maintained their own organisation. However, the member nations demanded more national and regional representation in the organisation. Finally, on22 September 1989, the International Paralympic Committee was founded as an international non-profit organisation in Dusseldorf, Germany to act as the global governing body of the Paralympic Movement. Paralympic Committee of India Paralympic Committee of India is a non-partisan, non-profit organization, dedicated for the development and upliftment of Physically Challenged Sports persons, Athletes with mobility disabilities, Amputations, Blindness and Cerebral Palsy. The Paralympic Committee of India (PCI) is the body responsible for selecting athletes to represent India at the Paralympic Games and other international athletic meets and for managing the Indian teams at the events. The organisation was founded in 1922 as the physically Handicapped sports federation of India, In 1992 M. Mahadeva and others started an organization at national level for the promotion and development of sports for the physically challenged and named it the Physical Handicapped Sports Federation of India. This was registered in 1994 with the registrar of cooperative societies, Bangalore Karnataka. Its first President was Rathan Singh.

13. The organization affiliated itself to the international Paralympic Committee, as well as the international Wheelchair and Amputee Sports Federation; the FESPIC Federation, covering countries in the Far East and South Pacific regions; and the Asian Paralympic Committee. The Paralympic Committee of India was given public authority status by the RTI Act of 2005. AIMS AND OBJECTIVES OF PARALYMPIC COMMITTEE 1. To promote and contribute to the development of sport opportunities and competitions, from the start to elite level. 2. To develop opportunities for athletes with a severe disability in sport at all levels and in all structures. 3. To promote the self-governance of each Paralympic sport federation as an integral part of the national Sport movement, whilst at all times safeguarding and preserving its own identity. 4. To ensure the spirit of fair play prevails, the health risk of the athletes is managed and fundamental ethical principles are upheld. DEAFLYMPICS The International Committee of Sports for the Deaf (ICSD) k the main governing body responsible for the organization of Deaflympics and other World Deaf Championships. Founded in 1924 and Known as the CISS (Comite International des Sports des Sourds ), the ICSD is now approaching the century mark of being the organization behind the building, evolving and fortifying the tradition of inviting deaf/ hard of hearing elite athletes from all of the world to come together not only to compete in their respective

14. sports, but to also develop comradeships between their countries. In 1955, the CISS was admitted into the International Olympic Committee, the IOC, as an International Federation with Olympic Standing. The flag of IOC has flown next to the flag representing CISS/ICSD at the Summer/Winter Deaflympics since 1985. Athletic participation in the Deaflympics has continually grown over the years. This All India Sports Council of the Deaf alone out of the 55 National Sports Federation Associations conducts under a single canopy Championships in all the Disciplines at National and International Level. The Deaflympics Games are the Biggest International Event, with players and spectators from all over the World. The games were originally known as “International Silent Games” before they became the “World Games for the Deaf.” The most recent name, the “Deaflympics,” was formally adopted in 2001. AIMS AND OBJECTIVES OF DEAFLYMPICS ARE : 1. To supervise the organization of successful Summer and Winter Deaflympics. 2. To promote and contribute to the development of sport opportunities and competitions, from grass-root to elite level, for Deaf athletes. 3. To support and encourage educational cultural, research and scientific activities that contribute to the development and promotion of the Deaflympics. 4.To fully enforce a drug-free sport environment for all Deaf athletes in conjunction with the World Anti-Doping Agency (WADA) To promote sports for Deaf athletes without discrimination for political0 religious, economic, disability, gender or race reasons. .

15. CONCEPT OF INCLUSION, ITS NEED AND IMPLEMENTA TION Inclusive Education (IE) Is a new approach towards educating the children with disability and learning difficulties with that of normal ones within the same roof. It brings all students together in one classroom and community, regardless of their strengths or weaknesses in any area, and seeks to maximize the potential of all students. It means, there are an estimated 8 million children out of school in India(MHRD 2009 statistics), m any of whom are marginalised by dimensions such as poverty, gender, disabilility, and the caste .Therefore, inclusive schools have to address the needs of all children in every community and the central and state governments have to manage inclusive classrooms. Concept of Inclusive Education : The principle of inclusive education was adopted at the “World Conference on’ Special Needs Education: Access and Quality” (Salamanca Statement, Spain 1994) and was restated at the World Education Forum (Dakar, Senegal 2000) .The Statement solicits governments to give the highest priority to making education systems inclusive and adapt the principle of inclusive education as a matter of policy. Inclusive Education (IE) is defined as process of addressing the diverse needs of all learners reducing barriers to, and within the learning environment, it means attending the age Appropriate class of the child’s local school, with Individually tailored support (UNICEF 2007). Inclusive education is a process of strengthening the capacity of the education system to reach Out to all learners. At the Jometin World Conference 990) in Thailand, the goals for ‘Education For All’ were set and it was proclaimed that every person ( Child, youth and adult) shall be able to benefit from educational opportunities which would meet their basic learning needs. This includes opportunities to participate in the full range of social, recreational, arts, sports, music, day care and afterschool care, extra-curricular faith based, and all other activities

16. In India, National Council of Educational Research and Training (NCERT) joined hands with UNICEF and launched Project Integrated Education for Disabled Children (PIED) in the year 1987, to strengthen the integration of learners with disabilities into regular schools. This broader understanding of curriculum has paved the way for developing the National Curriculum Framework (NCF-2005)that reiterates the importance of including and retaining all children in school through a programme that reaffirms the value of each child and enables all children to experience dignity and the confidence to learn. NEED AND IMPORTANCE OF INCLUSIVE EDUCATION 1. To provide equal opportunities: There have been efforts internationally to include children with disabilities In the educational mainstream. In order to achieve truly inclusive education .we need to think about and incorporate children with special needs into regular schools . Especially because these kids face some sort of barriers to learning and participation in the classroom. 2. To promote uniqueness of each student: General education classrooms include more and more diverse students, teachers should realize the value of accepting each student as unique. In effective inclusive programmes, teachers adapt activities to include all students, even though their individual goals may be different. We have learned that inclusive education is a better Way to help all students succeed.

17. 3. To promote better academic achievement: Most students Learn and perform better when exposed to the richness of the general education curriculum. The growing body of research has shown that children do better academically when in inclusive settings and Inclusion provides opportunities to develop relationships. Some of the benefits include: friendships, social skills, personal principles, comfort level with people who have special needs, and caring classroom environments. The most important function of friendships is to make people feel cared for, loved, and safe. 4. To promote awareness and sensitivity: In an inclusive educational setting, low-achieving students are able to get extra help even though they did not qualify for special education. ‘Classmates of student with disabilities also experience growth in social cognition, often can become more aware of the needs of others in inclusive classrooms. 5. To develop social skills : An interesting side effect is that these parents report that they also feel more comfortable with people with special needs because of their Children’5 experiences. Students with disabilities can create Iong-lasting friendships that would , be otherwise possible, and these friendships can give them the skills to navigate Social relationships later on in life.

18. CHALLENGES TO IMPLEMENT INCLUSIVE EDUCATION IN INDIA In India the number of the people with disability is so large, their problems so complex, available resources so scarce and social attitudes so damaging. The road to achieving inclusive education is a long and varied one, on which challenges and opportunities will arise. lndia is a multi-lingual, multi-cultural, multi-religious country, and its people are stratified along sharp socio-economic and caste lines. India is the world’s second most populated country after China. It has 17 per cent of the global population and 20 per cent of the world’s out-of-school children. FEW MEASURES FOR IMPLEMENTING INCLUSIVE EDUCATION Inclusive education helps the disabled child to develop a sense of pride in their work because they actually feel like they have accomplished something. We know that Albert Einstein was learning disabled but managed to become the greatest mind of the 20th century. Educating children with disabilities alongside their non-disabled peers is considered one of the better ways to provide education to the population in India (Shah, 2005, Shah et al, 2014). measures for better implementation of Inclusive Education in India. 1.Right to Education (RTE) must apply to all citizens of India. State and Central Governments as well as all the other social actors should recognize the importance of a broadened concept of Inclusive education that addresses the diverse needs of all learners.

19. 2. A policy of inclusion needs to be implemented in all schools and throughout Indian education system (NCF, 2005). Schools need to become centers that prepare children for life and ensure that all children, especially the differently abled children from marginalized sections, and children in difficult circumstances get the maximum benefit of this critical area of education. 3.The preparation of teachers for rural special education programmes should be planned differently, as the aim of these programme would be to integrate disabled persons in their own environment and community. 4. As a system, inclusive education Should be flexible Its flexibility must be reflected in the methods and materials used to give these children the widest possible access to the regular curriculum. 5. A school-based support team should develop strategies for the whole school to meet the needs of learners with special educational needs. This team should also be a resource for teachers experiencing problems in their classrooms. 6.Student-oriented components, such as medical and educational assessment, books and stationery, uniforms, transport allowance, reader allowance and stipend for girls. support services, assistive devices, boarding the lodging facility, therapeutic services, teaching learning materials, etc should be provided according to the need of the students. 7. Differently abled children should be treated equally as the normal children and instead of looking them in sympathy their talents and abilities should be recognised for their self-respect and welfare of the society.

20. 8.Teachers’ attitudes towards inclusive education could be formed and developed in the context of an educational system which can provide some specific conditions in order to have a good practice in this field. 9. The reform of the curriculum should be made in parallel with a proper training for teachers regarding their knowledge of inclusion and Its principles. The curriculum for each of the above programmes should be carefully developed by an expert group which includes practicing special teachers. Conclusion : Right to Education Act 2009 ensures education to all children irrespective of their caste, religion, ability, and so on. It is essential to build an inclusive society through an inclusive approach. In doing so, we have challenged commonly held beliefs and developed a new set of core assumptions. ROLE OF VARIOUS PROFESSIONALS FOR CHILREN WITH SPECIAL NEEDS (COUNSELLOR, OCCUPATIONAL THERAPIST, PHYSIOTHERAPIST, PHYSICAL EDUCATION TEACHER, SPEECH THERAPIST AND SPECIAL EDUCATOR) 1.Specialeducation counsellor: Special education counsellors are the specialists who work with special needs students in elementary schools, middle schools, and high schools ensure they have the support services they need in order to achieve their highest potential in the areas of academics, personal and social growth, and career development. This is accomplished by working with students with social, emotional, behavioral and physical disabilities in a variety of settings, including in one-on-one counselling, group counselling, In special education classrooms, as well as in regular education classrooms.

21. To collaborate and consult other special services workers, such as school psychologists, occupational and physical therapists, speech-language pathologists, etc. To work with families and improve their abilities in order to meet their child’s needs at home. Offering parents and guardians insight effective strategies for improving their child’s functioning. Referring families to outside resources, such as child and family counselors, vocational training, or non-profit organizations that specialize in working with families of special needs children. 2. Occupational Therapist : The Occupational Therapist is trained to provide assessment, treatment and rehabilitation for children and young people who have a physical, coordination and processing problems. An Occupational Therapist can help your child increase their level of independence starting with reaching, grasping, picking up small objects. and working on other skills such as feeding, dressing and toileting. An Occupational Therapist is able to assist your family in obtaining specialised equipment that may be needed by you or your child.

22. Problems in which an occupational therapist can help will include: Fine motor skills such as tying shoelaces, cutting and handwriting. Hand-eye co-ordination, where children have problems with copying from a blackboard or ball games. Daily living skills such as doing up buttons, using utensils, washing, eating and drinking. Sensory integration, when children find it difficult to process message from the senses into motor responses and can result in clumsiness. 3. Physiotherapist : A Physiotherapist is trained to provide assessment and treatment in overcoming movement and physical challenges such as problems of balance, coordination, sitting, standing and walking. They look at ways of encouraging your child’s independence, and mobility. To promote functional activities and designing a specific exercise plan for each child as per his/her needs. To improve range of motion, strength, balance and coordination of children with special needs. To incorporate toys as equipment for exercise in order to make it interesting for the children. To work in best interest of the children as a team with other health professionals and refer to the concerned specialist when required.

23. 4.Physical Education Teacher : Physical education teachers are expected to provide safe and fun activities for children that promote muscular development and provide cardiovascular exercise, while at the same time teaching children important skills like teamwork and sportsmanship. To create new games and activities based on the specific needs of each individual child, as they may Work with various disabilities ranging from children with blindness or hearing problems to those with Orthopedic impairment or traumatic brain injuries. To determine the abilities of students with special needs, and the measures that may need implementing to support their participation in Sports and fitness To promote DAPE (developmental adapted physical education) and improve physical fitness, fundamental motor skills in these children. To support and encourage children to participate in physical education activities To be a support system for the children and understand their emotional needs To understand student’s problems on Individual as well as at team levels and provide them with the solutions. 5.Speech Therapist : A speech therapist is a trained medical professional who can help children with a number of oral disorders such as trouble swallowing, motor skills, speech issues, cognitive-linguistic conditions and language. The role of a Speech Therapist for children with special needs is described below:

24. To help assess a condition, diagnose specifically what the issue is and develop a plan to help treat the disorder, and then follow through with therapy. To plan a course of treatment, working with the child to achieve the targets and monitoring his/her progress on a regular basis. To help in correcting speech sounds, perceiving language in children with developmental disabilities, stuttering and other disorders such as speaking in a harsh or inappropriate tone during certain moments. 6. Special Educator: A special educator is someone who works with children and youth who have severe cognitive; emotional, or physical disabilities. Educators working on [arty intervention Teams have training in child development and learning. They work with your family and the other therapists to help your child gain skills to promote their overall development. The role of a Special Educator for children with special needs is described below: To examine abilities and skills of the child, analyze the problem areas so that suitbtable method of Instruction can be designed. To teach communication and basic literacy skills. To help the students in improving their academic performance, social skills and emotional intelligence. To understand the potential of each child and work towards enhancing it. To keep record of the progress of the child and modify their lesson plans accordingly.

25. Thank You